Creating first-year assessment support: lecturer perspectives and student access

Journal article


Dargusch, Joanne, Harris, Lois, Reid-Searl, Kerry and Taylor, Benjamin A.. (2017) Creating first-year assessment support: lecturer perspectives and student access. Distance Education. 38(1), pp. 106 - 122. https://doi.org/10.1080/01587919.2017.1299566
AuthorsDargusch, Joanne, Harris, Lois, Reid-Searl, Kerry and Taylor, Benjamin A.
Abstract

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.

Keywordsassessment; first-year; online; cue consciousness; scaffolding
Year2017
JournalDistance Education
Journal citation38 (1), pp. 106 - 122
PublisherRoutledge, Taylor & Francis Group
ISSN0158-7919
Digital Object Identifier (DOI)https://doi.org/10.1080/01587919.2017.1299566
Scopus EID2-s2.0-85016710890
Page range106 - 122
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/86y5y/creating-first-year-assessment-support-lecturer-perspectives-and-student-access

Restricted files

Publisher's version

  • 12
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning
Kate Ames, Lois Ruth Harris, Joanne Dargusch and Corey Bloomfield. (2021) ‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning. The Australian Educational Researcher. 48, p. 359–376. https://doi.org/10.1007/s13384-020-00395-8
Catering for diversity in the digital age: Reconsidering equity in assessment practices
Harris, Lois Ruth and Dargusch, Joanne. (2020) Catering for diversity in the digital age: Reconsidering equity in assessment practices. In In Margaret Bearman, Phillip Dawson, Rola Ajjawi, Joanne Tai and David Boud (Ed.). Re-imagining University Assessment in a Digital World pp. 95-110 Springer Nature. https://doi.org/10.1007/978-3-030-41956-1
Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement
Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey. (2020) Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
Not playing the game: student assessment resistance as a form of agency
Harris, Lois, Brown, Gavin T.L. and Dargusch, Joanne. (2018) Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher. 45(1), pp. 125 - 140. https://doi.org/10.1007/s13384-018-0264-0
Methods in feedback research
Brown, Gavin T. L. and Harris, Lois. (2018) Methods in feedback research. In In A. A. Lipnevich and J. K. Smith (Ed.). The Cambridge Handbook of Instructional Feedback pp. 97 - 119 Cambridge University Press (Anthem Press). https://doi.org/10.1017/9781316832134
Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance
Brown, Gavin T.L., Harris, Lois, O'Quin, Chrissie and Lane, Kenneth E.. (2017) Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance. International Journal of Research and Method in Education. 40(1), pp. 66 - 90. https://doi.org/10.1080/1743727X.2015.1070823
Understanding teacher aides’ definitions of reading: implications for classroom practice
Harris, Lois, Davidson, Christina R. and Aprile, Kerry T.. (2015) Understanding teacher aides’ definitions of reading: implications for classroom practice. The Australian Educational Researcher. 42(5), pp. 627 - 644. https://doi.org/10.1007/s13384-015-0181-4
Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2015) Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education. 22(2), pp. 265 - 281. https://doi.org/10.1080/0969594X.2014.976541
'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice
Harris, Lois and Aprile, Kerry T.L.. (2015) 'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice. School Leadership and Management. 35(2), pp. 140 - 162. https://doi.org/10.1080/13632434.2014.992774
Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2014) Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. 26(2), pp. 107 - 133. https://doi.org/10.1007/s11092-013-9187-5
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Harris, Lois and Brown, Gavin T. L.. (2013) Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education. 36, pp. 101 - 111. https://doi.org/10.1016/j.tate.2013.07.008